Awe sneaks up on us when we least expect it. It catches us mid-step, mid-thought, mid-breath, and suddenly, the world feels a little bigger, a little more mysterious, a little more worth paying attention to.
Like that time I was driving through the Buffalo Mountains in Wyoming during a PBL 101 workshop, and a rainbow appeared—both ends touching the valley floor, arching over the mountain peak like something out of a storybook. I pulled over just to sit and watch as it slowly dissolved into the sky. "Whoa," I whispered, half to myself, half to whatever forces had painted that perfect scene.
Or the time I was on my way to the Detroit airport, flipping through the radio when I landed on Eric Church’s "Three Year Old." I hadn’t heard it in ages, but suddenly, there it was—the song that sneaks past your defenses.
"You can be a cowboy on the moon / And dig to China with a spoon..."
I felt the goosebumps rise. My throat tightened. Was I getting emotional? It must be allergy season. Or was it awe in how the lyrics could evoke such meaningful memories of my kids at the age of three? It must have been the allergies.
Awe isn't always about once-in-a-lifetime moments. Sometimes, it's just a song, a memory, or a rainbow that reminds you to stop and take it all in.
In recent years, the study of awe has emerged as a powerful lens through which we can understand human emotions, learning, and social behavior. Dacher Keltner, a leading psychologist at UC Berkeley, has been at the forefront of research on awe, particularly dispositional awe—an individual’s tendency to experience awe in everyday life (Keltner & Haidt, 2003). His work and contributions from other experts in the field reveal the profound impact of awe on cognition, curiosity, and social connection. When applied to education, particularly in Project Based Learning (PBL), awe catalyzes deeper engagement and meaningful learning experiences. In particular, the use of Driving Questions—a core design element in PBLWorks' Gold Standard PBL framework—acts as a conduit for awe by sparking curiosity, fostering wonder, and encouraging prosocial behaviors in students.
Understanding Awe: A Pathway to Deep Learning
Awe is a complex emotion characterized by vastness and a need for accommodation, meaning it often arises when we encounter something so profound that it shifts our perspective (Keltner & Haidt, 2003). Research suggests that awe is linked to increased curiosity, openness to experience, and a heightened sense of interconnectedness (Piff et al., 2015). Dispositional awe, as measured by the Dispositional Positive Emotion Scales (DPES) and the Awe Experience Scale (AWE-S), provides insights into how frequently individuals experience awe and how it influences their engagement with the world (Gordon 2017). For educators, understanding and leveraging awe can transform classroom dynamics, making learning more immersive and socially connected.
Driving Questions: The Spark of Curiosity and Wonder in PBL
In the PBLWorks Gold Standard framework, Driving Questions are essential for fostering inquiry and engagement. These questions provide students with a compelling purpose for their learning, directing their curiosity toward meaningful exploration. We might see increased curiosity and engagement when students ask more questions and seek their resources. They might gain some cognitive flexibility, entertaining multiple perspectives on a topic. They may become more emotionally invested in a topic, or we might see an uptick in intrinsic motivation. According to Keltner’s research, awe enhances cognitive flexibility and curiosity (Sturm 2020), making students more receptive to complex, open-ended inquiries. By crafting Driving Questions that evoke wonder, educators can guide students toward moments of cognitive accommodation, where they must expand their understanding to make sense of new information. For example, in a project about space exploration, a Driving Question like “How does space exploration change our understanding of what it means to be human?” invites students into a vast, awe-inspiring inquiry transcending simple factual recall.
Awe and Prosocial Behavior: Cultivating Empathy and Collaboration
One of the most profound benefits of awe is its capacity to foster prosocial behavior. Studies have shown that experiences of awe lead individuals to feel a diminished sense of self-importance and a stronger connection to others (Piff 2015). In the context of PBL, where collaboration is key, awe-driven inquiries can create an environment where students are more willing to collaborate, share ideas, and support one another. When students engage with awe-inspiring questions—such as “What can we learn from nature’s designs to solve human problems?”—they develop scientific and critical thinking skills and cultivate a sense of shared responsibility and collective problem solving. In my kindergarten classroom,
my students started to see themselves as part of a larger community, responsible for contributing their ideas and perspectives to solve problems. This holistic approach builds a foundation for scientific thinking while also nurturing social-emotional development, setting the stage for collaboration, empathy, and creative thinking that extends beyond the classroom. To put it simply, my five-year-olds got along better during these designed activities. They became better little humans.
Implementing Awe-Inspired Driving Questions in PBL
To integrate awe into PBL effectively, educators should consider the following strategies when designing Driving Questions:
- Tap Into Vastness — Frame questions around large, complex ideas that challenge students’ existing frameworks, such as “How do civilizations rise and fall?” or “Is infinity real?” In science, “How do ecosystems survive disruptions?”
- Encourage Perspective Shifts — Use questions that require students to see the world differently, like “How would the world look if we could experience it through the eyes of another species?” Or writing about “How would a classical story change if told by a different character?”
- Connect to the Unknown — Design questions that invite students to explore mysteries or unresolved questions in their field of study. “How might discovering intelligent extraterrestrial life change our understanding of humanity and our place in the universe?”
- Incorporate Experiential Learning — Pair awe-inspiring questions with hands-on experiences, fieldwork, or exposure to the natural world to enhance emotional engagement.
Awe as an Educational Superpower
Teachers can harness the power of awe by integrating storytelling techniques into their lessons, much like John Walsh describes in The Art of Storytelling. Just as great stories captivate audiences through suspense, vivid imagery, and emotional depth, effective teaching can use these elements to create awe-inspiring learning experiences. Instead of simply presenting facts, educators can frame lessons as unfolding narratives, using mystery, conflict, and revelation to spark curiosity and engagement. The art of teaching lies in the teacher’s ability to craft these experiences, while the science of teaching ensures they are grounded in proven educational methods that support cognitive development and learning. Together, these elements make teachers the necessary ingredient for student success—combining creativity with research-backed strategies to inspire wonder and drive meaningful learning outcomes.
Dacher Keltner’s research highlights awe as a transformative force that enhances curiosity, learning, and social connectedness. By integrating awe-inspiring Driving Questions into PBL, educators can create environments where students are more engaged, empathetic, and open to profound learning experiences. In an era where rote memorization is no longer sufficient, harnessing the power of awe offers a compelling way to prepare students for a future that requires creativity, collaboration, and a lifelong love of learning.
References
Gordon, A. M., Stellar, J. E., Anderson, C. L., McNeil, G. D., Loew, D., & Keltner, D. (2017). The dark side of the sublime: Distinguishing a threat-based variant of awe. Journal of Personality and Social Psychology, 113(2)
Keltner, D., & Haidt, J. (2003). Approaching awe, a moral, spiritual, and aesthetic emotion.
Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology
Sturm, V. E., Datta, S., Roy, A. R. K., Sible, I. J., Kosik, E. L., Veziris, C. R., ... & Keltner, D. (2020). Big smile, small self: Awe walks promote prosocial positive emotions in older adults.
Walsh, J. (2007). The art of storytelling: Easy steps to presenting an unforgettable story. McGraw-Hill.
